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Teaching about poverty and inequality: critical pedagogy and personal experience in the learner-centred classroom

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  • Sasha Breger Bush
  • Roni Kay Marie O'Dell

Abstract

We argue that teaching students about poverty and inequality requires three foundational pedagogical insights and practices: 1) engaging students in dialogue; 2) building on personal experience and fostering empathy; 3) helping students to visualise action in overturning oppressive societal structures. Each is required to build an integral and powerful foundation for teaching about poverty and inequality in the college classroom. This paper reviews the foundational theoretical and evidence-based literature to suggest that poverty and inequality must be taught in dialogical, experiential ways. We detail four, successful, pedagogical activities that help students learn about poverty and inequality by engaging with personal experience: two budgeting exercises; one simulation activity; and one expansive activity that allows students to engage deeply, critically and comparatively with the personal experiences of others (via, e.g., oral histories, interviews, and photography).

Suggested Citation

  • Sasha Breger Bush & Roni Kay Marie O'Dell, 2018. "Teaching about poverty and inequality: critical pedagogy and personal experience in the learner-centred classroom," International Journal of Pluralism and Economics Education, Inderscience Enterprises Ltd, vol. 9(1/2), pages 81-105.
    • Handle: RePEc:ids:ijplur:v:9:y:2018:i:1/2:p:81-105
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